Assessment and Recording in Science - P-1-3

P level 1 (i)

Examples of the types of experiences the pupil should explore to attain the P. Level statement

IEP Target

Teacher Comments

Pupils encounter activities and experiences.

They may be passive or resistant.

They may show simple reflex responses,

startling at sudden noises or movements.

Any participation is fully prompted.

P Level 1 (ii)

Examples of the types of experiences the pupil should explore to attain the P. Level statement

IEP Target

Teacher Comments

Pupils show emerging awareness of activities and experiences.

They may have periods when they appear alert.

They are ready to focus their attention on certain people, events, objects or parts of objects,.

looking towards flashes of light or turning towards loud sounds

They may give intermittent reactions,

sometimes withdrawing their hands from changes in temperature.

P level 2 (i)

Examples of the types of experiences the pupil should explore to attain the P. Level statement

IEP Target

Teacher Comments

Pupils begin to respond consistently to familiar people, events and objects.

They react to new activities and experiences,

for example, discarding objects with unfamiliar textures.

They begin to show interest in people, events and objects.

forward to follow the scent of a crushed herb

They accept and engage in co-active exploration,

feeling materials in hand-over-hand partnerships with a member of staff

P Level 2 (ii)

Examples of the types of experiences the pupil should explore to attain the P. Level statement

IEP Target

Teacher Comments

Pupils begin to be proactive in their interactions.

showing a consistent dislike for certain flavours or textures.

They communicate consistent preferences and affective responses

moving towards particular features of familiar environments.

They recognise familiar people, events and objects,

rejecting food items after recent experience of bitter flavours.

They perform actions, often by trial and improvement, and they remember learned responses over short periods of time,

examining materials handed to them.

They cooperate with shared exploration and supported participation,

P Level 3 (i)

Examples of the types of experiences the pupil should explore to attain the P. Level statement

IEP Target

Teacher Comments

Pupils begin to communicate intentionally.

They seek attention through eye contact, gesture or action.

 reaching out towards a sound making object.

They request events or activities,

They participate in shared activities with less support.

They sustain concentration for short periods.

for example, pressing hard objects into soft textures.

They explore materials in increasingly complex ways

for example, scrunching up paper and examining the product.

They observe the results of their own actions with interest,

reaching out to touch a live animal with caution and sensitivity.

They remember learned responses over more extended periods,

Examples of the types of experiences the pupil should explore to attain the P. Level statement

IEP Target

Teacher Comments

P Level 3 (ii)

Pupils use emerging conventional communication.

switching on a favourite piece of equipment in the light and sound room.

They greet known people and may initiate interactions and activities

balls falling and bouncing on the floor.

They can  remember learned responses over increasing periods of time and may anticipate known events,

touching one substance rather than another.

They may respond to options and choices with actions or gestures

feeling the textures of different parts of a plant.

They actively explore objects and events for more extended periods,

They apply potential solutions systematically to problems,

tipping a container in order to pour out its contents

Reaching up to obtain a toy on a shelf